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www.le.ac.uk
The Power of Partnership: Schools, Universities and
Teacher Education
Presentation to UCET
8 November 2012
www.le.ac.uk
Professor Sir Robert BurgessVice-Chancellor, University of LeicesterChair, UUK/GuildHE Teacher Education Advisory Group
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What is Partnership?• Oxford English Dictionary Definition
– noun • 1 [mass noun] the state of being a partner or
partners: we should go on working together in partnership
• 2an association of two or more people as partners: an increase in partnerships with housing associations
• a business or firm owned and run by two or more partners: the partnership now owns 22 department stores
• a position as one of the partners in a business or firm: she will be eligible for a partnership after a few years
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• ITT Partnership– Key Principles but no prescriptive formula
• Partners coming together and drawing upon research evidence and ‘best practice’ to determine what works in their specific context
• Partnership between Schools and Universities not new– Personally know this from 1960s
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Sections Planned for this Presentation
• White Paper of 2010
• Responses from Secretary of State and the Government
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Friday 2 November
• Arrival of Student Number Allocations
• Challenge to the Rhetoric?
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A Key Question:
• Should we be concerned about the allocations?
• Is this an obvious reaction by HEIs?
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What Criteria are used?
• Outstanding OFSTED Inspection
• High Quality Recruitment
• School Direct
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But do these Criteria Distort?
• Allocations to Core lead to ask are numbers viable?
• Can School Direct be Supported by HEIs?
• What is High Quality?• What are the Roles and
Responsibilities?
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• Will some Providers– give back numbers– come out of ITT
• Not be available – when demographic trends move into
secondary schools
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A Key Question
• For those who remain:
• What form can Partnership take?
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Partnership - key issues• Requirements
– Common Principles– No Prescriptive Formula– Top-Down Models not helpful
• Genuine Partnership– Working together– Drawing upon research evidence and
best practice– Determine what works best in context
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• Local alliances develop according to needs and capacity of partners
• Different alliances work separately on teacher development activities and come together to form meta-alliances
• Principles for relationship– Shared interests and values– Collegial collaboration– Dynamic model– Rejects false dichotomy between theory and
practice
Some Developments
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• Many successful collaborative ITE partnerships between universities and schools– Regional ITE provider networks– Masters in Teaching and Learning– Teach First collaborations
• Successful but expensive• Hybrid model• Sees teaching as an elite career
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The Past Decade and Partnerships• Greater will/capacity to contribute to
ITE• Greater recognition from HEIs of
distinctive contribution schools/teachers can make to ITE
• More attention to CPD• More emphasis on reflective practice• Development of joint research
activities• Greater levels of employability
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Explanations for Trends in Partnership Development• Growing confidence of schools to
make a greater contribution• Government policy focusing on CPD• Growth of professional Masters/
Doctorates• Emergence of Masters PGCE• Role of UCET in building relationships
between ITE and the then TDA
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Coalition Government Policy• ITT Implementation Strategy
–Emphasis on schools leading provision
–Teaching Schools
–School Direct
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A Productive Engagement• Emergence from natural development
of existing partnerships• Largely driven by collegiality and
shared vision• New relationships can be more
difficult• Most successful with professional
dialogue• Market-driven interests are a
challenge
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A Shift in Emphasis to School-led ITE: some problems
• Maintaining Capacity in HE Sector–Uncertainty in allocation model–Loss of capacity with diversion to
schools–Schools could reduce ITE if too
much pressure–Existing partnership models could
be difficult to sustain
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Developing Professionally Relevant R&D through Partnerships• Practical and professionally relevant
to schools/teachers• Jointly carried out• Enables focus on
challenges/questions around teaching and leadership
• Opportunity for improvement
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Some Key Questions• How do I help my students learn how
to divide fractions?• How do I build in thinking skills into
my classroom teaching?• How can I take into account the
backgrounds, knowledge and experience of the Bangladeshi girls in my class?
• How can participation in student voice initiatives be increased?
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Benefits of using R&D
• Schools develop their own bespoke solutions
• Developed by teachers and leaders through R&D
• Form the basis for a powerful and practically useful knowledge base
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Expanding Research and Development Links
• Teaching School Alliance Partners• Supported successful funding bids
from NCSL• Develop Lesson Study approaches for
specific learning problems
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Examples of Good R&D Practice
• Enhancing student engagement in Year 10 through collaborative learning practices
• Improving students’ inference and analytic skills in Humanities
• Developing expertise of non-specialist science teachers
• Raising aspirations for white British boys
• Promoting independent learning
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Further Partnership - the MA in Education: Leadership and Learning• Support for school leadership and
CPD• Collaboration with Teaching School
Partners• Leadership and learning at the centre
of individual and organisational change and improvement
• Identify and enhance potential
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• Focus on individual learning and school improvement priorities
• Enquiry-oriented leadership capacity• Developing ideas and practices• Enhancing learning and promoting
spread and uptake
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A Future for Partnership
• New Models• Established Values• Better Teaching• BUT allocation of students needed to
keep HEI providers if we are to have a professional training for a new group of future teachers